I was fortunate enough to witness two madrasah classes at Paso de Blas Elementary School in March 3, 2018. I was observed two lessons: first is for the level 1 students, spearheaded by teacher Muhainesha Cali, and the other is for the level 2 students, which is taught by teacher Salam Boriongan. Both subjects focus on the Arabic Language and Islamic Values.
The level 1 class has more than 15 students, ages between 6 to 12. Although I was quite surprised at the number, teacher Muhainesha told me that the class size is actually around 26. Some were absent due to multiple reasons, but the primary excuse I heard is about the kids helping their parents with their businesses. Back to the wide age gap, teacher Muhainesha explained that her class deals with learners who have limited background about Islam. Hence, the entire period is dedicated to the proper pronunciation of Arabic terms and the basic practices of Islamic faith, very teacher centered and strict to instill discipline to the students.
At the end of the first lesson, I learned that there are certain Arabic words that I often say wrong, having been playfully asked by the students to join them in pronouncing terms such as Allah, Allahu Akbar, and As-salāmu ʿalaykum. With regards to Islamic values, I was glad that I know the basics, all courtesy of the modules provided in EDS 133.
During the short recess, I asked teacher Muhainesha about the matters that I think I should learn from a madrasah educator. In particular, I asked her about the Islamic teachings she wants the non-Muslim learners to learn.
Teacher Muhainesha answered that she wants non-Muslims students at Paso de Blas to end the discrimination against her students. Her learners are often ridiculed because of their unique clothing, their religion, and virtually everything that stemmed from their “noncompliance” to the mainstream Filipino way of life. I asked her then if she ever have the chance to confront the deriders, what would be her way to rectify the situation? She said that she won’t be argumentative, but would rather just simply tell them that the differences between Catholicism and Islam should be respected. At the end of the day, everyone is equal in the eyes of God and therefore we should all abstain from ostracizing individuals because of their different outlooks, religion, and way of life.
Teacher Salam taught students ages 11 to 14. Her class is a little more advance than Teacher Muhainesha and her students are skilled with Arabic language. They can recite prayers without looking at their notes, complete with proper diction. The only difference between her method and teacher Muhainesha’s is that she used student-centered approach. She entertained all of the questions and even let her learners explain certain terminologies without her help. Overall, her class echoes to the similar approaches used in the traditional classroom.
I was able to interview her too. We talked about the certain Arabic practices such as the wearing of hijab (apparently, girls aren’t mandated to wear one until they have their first menstruation), the similarities between the catholic nuns’ garbs with that of theirs, and current situation of Madrasah in the country.
At that moment, the conversation turned deep. She told me that Madrasah has small funding hence they have limited resources and modules. Undoubtedly, this echoes to the complaints I heard from public school teachers, the only (palpable) difference is that the Madrasah students do not even have their own classroom! They have to borrow a free room from the school principal and they aren’t even allowed to post their work and decorate it with their modules because the owners of the room, teachers and students alike, would often end up vandalizing everything. What the public school teachers would definitely be considered as indulgence to Madrasah.
Similarly, she told me that she doesn’t like that the mainstream society misappropriation of the word Allahu Akbar. According to her, whenever the word is uttered in the public it is either someone is trying to ridicule their religion or someone would end up thinking that something bad is going to happen to them. She had former students who asked her if the word is “bad” and why do people misappropriate their phrase.
I asked her then, what would be the proper course of action to rectify this problem and she said that perhaps if the Madrasah has proper funding, the Muslim education would be seen up to par with the traditional one. It would mean that their practices would be viewed with respect.
I ended my observation with mix feelings. First, I was delighted that there are many students who value Islamic teachings. Second, I was saddened that they are still discriminated, even by their own peers. Third, I was downright angry at the miniscule funding for Madrasah. How do we expect them to have a good education when we can’t even shell money to provide them with their basic needs?
I certainly hope that Madrasah would finally get the right attention it deserves, because frankly, it is hard to teach kids about Islamic values and Arabic language–their own way of life– when the majority of the country is ostracizing them for being different.
-Arya
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